Download Standard - Tazewell County School

Standard
STANDARD VUS.1a
The student will demonstrate skills for historical and geographical analysis
and responsible citizenship
Strand
Essential
Knowledge
and Skills
Essential Understandings
HISTORICAL ANALYSIS
a) identify, analyze, and interpret primary and secondary
source documents, records, and data, including
artifacts, diaries, letters, photographs, journals,
newspapers, historical accounts, and art, to increase
understanding of events and life in the United States;
b) evaluate the authenticity, authority, and credibility of
sources;
c) formulate historical questions and defend findings,
based on inquiry and interpretation;
d) develop perspectives of time and place, including the
construction of maps and various timelines of events,
periods, and personalities in American history;
e) communicate findings orally and in analytical essays or
comprehensive papers;
f) develop skills in discussion, debate, and persuasive
writing with respect to enduring issues and determine
how divergent viewpoints have been addressed and
reconciled;
g) apply geographic skills and reference sources to
understand how relationships between humans and
their environment have changed over time;
h) interpret the significance of excerpts from famous
speeches and other documents;
i) identify the costs and benefits of specific choices made,
including the consequences, both intended and
unintended, of the decisions and how people and nations
responded to positive and negative incentives.
Essential New Vocabulary:
Timeframe:
On going through out the entire year.
Standard
Essential Skills
STANDARD VUS.2
The student will describe how early European exploration and colonization resulted in cultural
interactions among Europeans, Africans, and American Indians.
a.
b.
c.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Essential Understandings
Early European exploration and colonization resulted in the
millions of people from Europe and Africa voluntarily and i
Strand
Essential
Knowledge
EXPLORATION & COLONIZATION
a. Characteristics of early exploration and settlements in the New World
1. New England was settled by Puritans seeking freedom from religious persecution in Europe.
They formed a “covenant community” based on the principles of the Mayflower Compact and
Puritan religious beliefs and were often intolerant of those not sharing their religion. They also
sought economic opportunity and practiced a form of direct democracy through town meetings.
2. The Middle Atlantic region was settled chiefly by English, Dutch, and German-speaking
immigrants seeking religious freedom and economic opportunity.
3. Virginia and the other Southern colonies were settled by people seeking economic
opportunities. Some of the early Virginia settlers were “cavaliers,” i.e., English nobility who
received large land grants in eastern Virginia from the King of England. Poor English
immigrants also came seeking better lives as small farmers or artisans and settled in the
Shenandoah Valley or western Virginia, or as indentured servants who agreed to work on
tobacco plantations for a period of time to pay for passage to the New World.
4. Jamestown, established in 1607 by the Virginia Company of London as a business venture, was
the first permanent English settlement in North America. The Virginia House of Burgesses,
established by the 1640s, was the first elected assembly in the New World. It has operated
continuously and is known today as the General Assembly of Virginia.
b. Interactions among Europeans, Africans, and American Indians
1. The explorations and settlements of the English in the American colonies and Spanish in the
Caribbean, Central America, and South America, often led to violent conflicts with the
American Indians. The Indians lost their traditional territories and fell victim to diseases carried
from Europe. By contrast, French exploration of Canada did not lead to large-scale immigration
from France, and relations with native peoples were generally more cooperative.
2. The growth of an agricultural economy based on large landholdings in the Southern colonies
and in the Caribbean led to the introduction of slavery in the New World. The first Africans
were brought against their will to Jamestown in 1619 to work on tobacco plantations.
Exploration and colonization initiated worldwide commercia
exchanged between the Americas and Europe. In time, colon
government and religious tolerance that over several centuri
in other parts of the world.
Essential Questions:
1.
Why did Europeans settle in the English colonies?
2.
How did their motivations influence their settlemen
3.
In what ways did the cultures of Europe, Africa, an
4.
What were the consequences of the interactions of
cultures?
Essential New Vocabulary:
Covenant community, “cavaliers”, Mayflow
Burgesses. Columbian Exchange
Timeframe:
Two days
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Grade/Course: 11th grade- US and VA History
Content Area: SOL VUS.2- .6b
First Nine Weeks
2
3
4a
4b
4c
4d
5a
5b
5c
5d
5e
6a
6b
Adjustment to
Pacing
Adjustment to
Pacing
Adjustment to
Pacing
Standard
STANDARD VUS.3
The student will describe how the values and institutions of European economic and political life took
root in the colonies and how slavery reshaped European and African life in the Americas.
Essential Skills
a.
b.
c.
d.
e.
Strand
Essential
Knowledge
Economic and Political Roots
a. Economic characteristics of the Colonial Period
 The New England colonies developed an economy based on shipbuilding, fishing, lumbering,
small-scale subsistence farming, and eventually, manufacturing. The colonies prospered,
reflecting the Puritans’ strong belief in the values of hard work and thrift.
 The middle colonies of New York, New Jersey, Pennsylvania, and Delaware developed
economies based on shipbuilding, small-scale farming, and trading. Cities such as New York
and Philadelphia began to grow as seaports and/or commercial centers.
 Southern colonies developed economies in the eastern coastal lowlands based on large
plantations that grew “cash crops” such as tobacco, rice, and indigo for export to Europe.
Farther inland, however, in the mountains and valleys of the Appalachian foothills, the
economy was based on small-scale subsistence farming, hunting, and trading.
 A strong belief in private ownership of property and free enterprise characterized colonial life
everywhere.
b. Social characteristics of the colonies
1. New England’s colonial society was based on religious standing. The Puritans grew
increasingly intolerant of dissenters who challenged the Puritans’ belief in the connection
between religion and government. Rhode Island was founded by dissenters fleeing persecution
by Puritans in Massachusetts.
2. The middle colonies were home to multiple religious groups who generally believed in religious
tolerance, including Quakers in Pennsylvania, Huguenots and Jews in New York, and
Presbyterians in New Jersey. These colonies had more flexible social structures and began to
develop a middle class of skilled artisans, entrepreneurs (business owners), and small farmers.
3. Virginia and the other Southern colonies had a social structure based on family status and the
ownership of land. Large landowners in the eastern lowlands dominated colonial government
and society and maintained an allegiance to the Church of England and closer social ties to
Britain than did those in the other colonies. In the mountains and valleys further inland,
however, society was characterized by small subsistence farmers, hunters, and traders of ScotsIrish and English descent.
4. The “Great Awakening” was a religious movement that swept both Europe and the colonies
during the mid-1700s. It led to the rapid growth of evangelical religions, such as Methodist and
Baptist, and challenged the established religious and governmental orders. It laid one of the
social foundations for the American Revolution.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
Formulate historical questions and defend findings,
Develop perspectives of time and place
Apply geographic skills and reference sources to un
humans and their environment have changed over t
Identify the costs and benefits of specific choices m
intended and unintended, of the decisions and how
and negative incentives.
Essential Understandings
Economic and political institutions in the colonies developed
European or were distinctively American, as climate, soil co
regional economic development.
The African slave trade and the development of a slave-labo
from plantation economies and labor shortages.
Essential Questions
1.
How did the economic activity and political institut
the resources and/or the European origins of their s
2.
Why was slavery introduced into the colonies?
3.
How did the institution of slavery influence Europe
life in the colonies?
Essential New Vocabulary:
Colonialism, cash crop, the New England w
Great Awakeneing
Timeframe:
Three days
c. Political life in the colonies
1. New England colonies used town meetings (an “Athenian” direct democracy model) in the
operation of government.
2. Middle colonies incorporated a number of democratic principles that reflected the basic rights
of Englishmen.
3. Southern colonies maintained stronger ties with Britain, with planters playing leading roles in
representative colonial legislatures.
d. The development of indentured servitude and slavery
1. The growth of a plantation-based agricultural economy in the hot, humid coastal lowlands of
the Southern colonies required cheap labor on a large scale. Some of the labor needs, especially
in Virginia, were met by indentured servants, who were often poor persons from England,
Scotland, or Ireland who agreed to work on plantations for a period of time in return for their
passage from Europe or relief from debts.
2. Most plantation labor needs eventually came to be satisfied by the forcible importation of
Africans. Although some Africans worked as indentured servants, earned their freedom, and
lived as free citizens during the Colonial Era, over time larger and larger numbers of enslaved
Africans were forcibly brought to the Southern colonies (the “Middle Passage”).
3. The development of a slavery-based agricultural economy in the Southern colonies eventually
led to conflict between the North and South and the American Civil War.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.4a
The student will demonstrate knowledge of events and issues of the Revolutionary Period by
a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape
the Declaration of Independence.
Essential Skills
a.
b.
c.
d.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Interpret the significance of excerpts from famous s
Essential Understandings
Strand
Essential
Knowledge
and Skills
Declaration of Independence
a. The ideas of John Locke
1. The period known as the “Enlightenment” in Europe during the seventeenth and eighteenth
centuries saw the development of new ideas about the rights of people and their relationship to
their rulers. John Locke was an Enlightenment philosopher whose ideas, more than any other’s,
influenced the American belief in self-government. Locke wrote the following:
2. All people are free, equal, and have “natural rights” of life, liberty, and property that rulers
cannot take away.
3. All original power resides in the people, and they consent to enter into a “social contract”
among themselves to form a government to protect their rights. In return, the people promise to
obey the laws and rules established by their government, establishing a system of “ordered
liberty.”
4. Government’s powers are limited to those the people have consented to give to it. Whenever
government becomes a threat to the people’s natural rights, it breaks the social contract, and the
people have the right to alter or overthrow it.
5. Locke’s ideas about the sovereignty and rights of the people were radical and challenged the
centuries-old practice throughout the world of dictatorial rule by kings, emperors, and tribal
chieftains.
b. Thomas Paine and Common Sense
1. Thomas Paine was an English immigrant to America who produced a pamphlet known as
Common Sense that challenged the rule of the American colonies by the King of England.
Common Sense was read and acclaimed by many American colonists during the mid-1700s and
contributed to a growing sentiment for independence from Great Britain.
c. The Declaration of Independence
1. The eventual draft of the Declaration of Independence, authored by Thomas Jefferson of
Virginia, reflected the ideas of Locke and Paine. Jefferson wrote:
2. “We hold these truths to be self-evident, that all men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the
pursuit of Happiness.
3. “That to secure these rights, Governments are instituted among Men, deriving their just powers
from the consent of the governed.
New political ideas about the relationship between people an
Declaration of Independence.
The revolutionary generation formulated the political philos
for the system of government under which American’s live.
The American Revolution was inspired by ideas concerning
its successful completion affected people and governments t
generations.
Essential Questions
How did the ideas of John Locke and Thomas Paine influenc
of Independence?
Essential New Vocabulary:
John Locke, “natural rights of man”, “socia
Independence, Thomas Jefferson, Thomas
Timeframe:
Two days
“That whenever any Form of Government becomes destructive of these ends, it is the Right of
the People to alter or abolish it, and to institute new Government….”
5. Jefferson then went on to detail many of the grievances against the King of England that Paine
had earlier described in Common Sense.
4.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Primary sources of the Declaration of
Independence and Common Sense
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.4b
Essential Skills
The student will demonstrate knowledge of events and issues of the Revolutionary Period by
b) evaluating how key principles in the Declaration of Independence grew in importance to become
unifying ideas of American democracy.
a.
b.
c.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Essential Understandings
The ideals expressed in the Declaration of Independence con
undemocratic nature of political participation in the early de
Strand
Essential
Knowledge
and Skills
Principles of the Declaration of Independence
Essential Questions
a. The key principles of the Declaration of Independence increased political, social, and economic
participation in the American experience over a period of time.
b. Political participation (equality)
1. Extending the franchise
2. Upholding due process of law
3. Providing free public education
c. Social participation (liberty)
1. Abolishing slavery
2. Extending civil rights to women and other groups
d. Economic participation (pursuit of happiness)
1. Regulating the free enterprise system
2. Promoting economic opportunity
3. Protecting property rights
How did the Declaration of Independence become a road ma
franchise, provided for equality of opportunity, and guarante
Essential New Vocabulary:
The Declaration of Independence
Timeframe:
Three days
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Primary source of the Declaration of
Independence
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.4c
The student will demonstrate knowledge of events and issues of the Revolutionary Period by
c) describing the political differences among the colonists concerning separation from
Great Britain.
Strand
Essential
Knowledge
and Skills
Causes of the Revolution
a. Anglo-French rivalry leading to conflict with the colonies
1. The rivalry in North America between Britain and France led to the French and Indian War, in
which the French were driven out of Canada and their territories west of the Appalachian
Mountains.
2. As a result of the war, Britain took several actions that angered the American colonies and led
to the American Revolution. These included
i.
the Proclamation of 1763, which prohibited settlement west of the Appalachian
Mountains, a region that was costly for the British to protect.
ii.
new taxes on legal documents (the “Stamp Act”), tea, and sugar, to pay costs
incurred during the French and Indian War and for British troops to protect
colonists.
b. The beginning of the American Revolution
Resistance to British rule in the colonies mounted, leading to war:
1. The Boston Tea Party occurred.
2. The First Continental Congress was called, to which all of the colonies except Georgia sent
representatives—the first time most of the colonies had acted together.
3. The Boston Massacre took place when British troops fired on anti-British demonstrators.
4. War began when the “Minutemen” in Massachusetts fought a brief skirmish with British troops
at Lexington and Concord.
c. Differences among the colonists
The colonists were divided into three main groups during the Revolution:
1. Patriots
i.
Believed in complete independence from Britain
ii.
Inspired by the ideas of Locke and Paine and the words of Virginian Patrick
Henry (“Give me liberty, or give me death!”)
iii.
Provided the troops for the American Army, led by Virginian George Washington
2. Loyalists (Tories)
i.
Remained loyal to Britain because of cultural and economic ties
ii.
Believed that taxation of the colonies was justified to pay for British troops to
protect American settlers from Indian attacks
3. Neutrals
i.
The many colonists who tried to stay as uninvolved in the war as
possible
Essential Skills
a. Evaluate the authenticity, authority, and credibility
b.
c.
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Essential Understandings
The ideas of the Enlightenment and the perceived unfairness
resistance by the American colonists.
Essential Questions
What differences existed among Americans concerning sepa
Essential New Vocabulary:
French and Indian War, Proclamation of 17
Party, First Continental Congress, Boston M
patriots, tories
Timeframe:
Three days
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.4d
The student will demonstrate knowledge of events and issues of the Revolutionary Period by
d) analyzing reasons for colonial victory in the Revolutionary War.
Essential Skills
a.
b.
c.
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Apply geographic skills and reference sources to un
humans and their environment have changed over t
Essential Understandings
The American rebels won their independence beca
tired of the struggle soon after the French agreed t
Strand
Essential
Knowledge
and Skills
Reasons for Colonial Victory
Factors leading to colonial victory
a) Diplomatic
1. Benjamin Franklin negotiated a Treaty of Alliance with France.
2. The war did not have popular support in Great Britain.
b) Military
1. George Washington, general of the American army, avoided any situation that threatened the
destruction of his army, and his leadership kept the army together when defeat seemed
inevitable.
2. Americans benefited from the presence of the French army and navy at the Battle of Yorktown,
which ended the war with an American victory.
Resources
Resource Materials
Released Test
Items
Essential Questions
What factors contributed to the victory of the Ame
Essential New Vocabulary:
Individual Teacher Battles of Lexington and Concord, Sa
Notes
Timeframe:
Two days
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Standard
STANDARD VUS.5a
Essential Skills
The student will demonstrate knowledge of the issues involved in the creation and ratification of
the Constitution of the United States and how the principles of limited government, consent of the
governed, and the social contract are embodied in it by
a) explaining the origins of the Constitution, including the Articles of Confederation.
Strand
Essential
Knowledge
and Skills
a.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b. Formulate historical questions and defend findings,
c. Develop perspectives of time and place.
d. Interpret the significance of excerpts from famous s
Essential Understandings
Creation & Ratification of the Constitution
a.
American political leaders, fearful of a powerful central government like Britain’s, created the
Articles of Confederation, adopted at the end of the war.
During the Constitutional Era, the Americans made two atte
based on republican principles.
b.
The Articles of Confederation
1. Provided for a weak national government
2. Gave Congress no power to tax or regulate commerce among the
states
3. Provided for no common currency
4. Gave each state one vote regardless of size
5. Provided for no executive or judicial branch
Essential Questions
1.
How did America’s pre-Revolutionary relationship
first national government?
2. What weaknesses in the Articles of Confed
new constitution?
Essential New Vocabulary
Resources
Resource Materials
Released Test
Items
Individual Teacher Articles of Confederation
Notes
Timeframe:
Maps- world and US
Three days
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Standard
STANDARD VUS.5b
The student will demonstrate knowledge of the issues involved in the creation and ratification of the
Constitution of the United States and how the principles of limited government, consent of the governed,
and the social contract are embodied in it by
b) identifying the major compromises necessary to produce the Constitution, and the
roles of James Madison and George Washington.
Strand
Essential
Knowledge
Essential Skills:
a.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b. Formulate historical questions and defend
interpretation. (VUS.1c)
ESSENTIAL UNDERSTANDINGS:
Constitutional Compromises & Leadership
 Made federal law the supreme law of the land when constitutional, but otherwise gave the states
considerable leeway to govern themselves
 Balanced power between large and small states by creating a Senate, where each state has two
senators, and a House of Representatives, where membership is based on population
 Placated the Southern states by counting slaves as three-fifths of the population when determining
representation in the United States House of Representatives
 Avoided a too-powerful central government by establishing three co-equal branches—legislative,
executive, and judicial—with numerous checks and balances among them
 Limited the powers of the federal government to those identified in the Constitution
b. Key leaders
1. George Washington, president of the Convention
2.
Washington presided at the Convention and, although seldom participating in the debates, lent
his enormous prestige to the proceedings.
3. James Madison, “Father of the Constitution”
4. Madison, a Virginian and a brilliant political philosopher, often led the debate and kept copious
notes of the proceedings—the best record historians have of what transpired at the
Constitutional Convention.
– i. At the Convention, he authored the “Virginia Plan,” which proposed a federal government of
three separate branches (legislative, executive, judicial) and became the foundation for the
structure of the new government.
ii. He later authored much of the Bill of Rights
The Constitution of the United States established a
between the national government and state govern
states, and provided a system for orderly change th
Constitution itself.
ESSENTIAL QUESTIONS:
1.
How did the delegates to the Constitutional Conven
2. What compromises were reached at the Co
Essential New Vocabulary:
The Constitution, the Virginia Plan, the Ne
George Washington, separation of powers,
and balances, the Bill of Rights
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Released Test
Items
Individual Teacher
Notes
Timeframe:
Two days
Bobby Jo Cutlip, Ed.D
Primary sources of the Constitution
and the Bill of Rights
Standard
Essential Understandings :
STANDARD VUS.5c
The major principles of the Bill of Rights of the C
Virginia statutes.
The student will demonstrate knowledge of the issues involved in the creation and
ratification of the Constitution of the United States and how the principles of limited
government, consent of the governed, and the social contract are embodied in it by
c) examining the significance of the Virginia Declaration of Rights and
the Virginia Statute for Religious Freedom in the framing of the Bill
of Rights
Essential Skills:
a.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b.
Formulate historical questions and defend findings,
(VUS.1c)
c. Interpret the significance of excerpts from
Virginia Documents
documents. (VUS.1h)
Strand
Essential
Knowledge
A Virginia Declaration of Rights (George Mason)
1. Reiterated the notion that basic human rights should not be violated by governments
B Virginia Statute for Religious Freedom (Thomas Jefferson)
1. Outlawed the established church—that is, the practice of government support for one favored
church
c. Bill of Rights
1. James Madison consulted the Virginia Declaration of Rights and the Virginia
Statute for Religious Freedom when drafting the amendments that eventually
became the United States Bill of Rights.
Essential Questions:
How was the Bill of Rights influenced by the Virginia Decla
for Religious Freedom.
Essential New Vocabulary:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
George Mason, Virginia Declaration of Rights, Th
Religious Freedom
Timeframe:
One day
Standard
Essential Understandings:
STANDARD VUS.5d
The student will demonstrate knowledge of the issues involved in the creation and
ratification of the Constitution of the United States and how the principles of limited
government, consent of the governed, and the social contract are embodied in it by
Elements of Federalist and Anti-Federalist though
political debate on issues such as the size and role
protection of individual rights.
d) assessing the arguments of Federalists and Anti-Federalists during
the ratification debates and their relevance to political debate today. Essential Skills:
a.
Strand
Essential
Knowledge
Ratification
1.
Federalists advocated the importance of a strong central government, especially to promote
economic development and public improvements. Today, those who see a primary role for the
federal government in solving national problems are heirs to this tradition.
2.
Anti-Federalists feared an overly powerful central government destructive of the rights of
individuals and the prerogatives of the states. Today, the more conservative thinkers echo these
concerns and champion liberty, individual initiative, and free markets.
3. The leading Virginia opponents of ratification were Patrick Henry and George
Mason; the leading Virginia proponents of ratification were George
Washington and James Madison.
Formulate historical questions and defend findings,
(VUS.1c)
b. Develop perspectives of time and place. (V
Essential Questions:
1.
What were the major arguments for and against the
Federalist and Anti-Federalist writings and in the ra
2. Who were the leading Federalists and Anti
ratification debate in Virginia?
Essential New Vocabulary:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Federalists, Anti-Federalists,
Notes
Timeframe:
Two days
Standard
Essential Understandings :
STANDARD VUS.5e
The student will demonstrate knowledge of the issues involved in the creation and ratification of
the Constitution of the United States and how the principles of limited government, consent of the
governed, and the social contract are embodied in it by
e) appraising how John Marshall’s precedent-setting decisions established the
Supreme Court as an independent and equal branch of the national government.
Important legal precedents established by the Mar
the United States Supreme Court as an equal branc
Essential Skills:
a.
Strand
Essential
Knowledge
John Marshall’s Court
Formulate historical questions and defend findings,
(VUS.1c)
b. Develop perspectives of time and place. (VUS.1d)
The doctrine of judicial review set forth in Marbury v. Madison, the doctrine of
implied powers set forth in McCulloch v. Maryland, and a broadly national view of
economic affairs set forth in Gibbons v. Ogden are the foundation blocks of the
Supreme Court’s authority to mediate disagreements between branches of
governments, levels of government, and competing business interests.
Essential Questions:
How did Chief Justice John Marshall, a Virginian,
United States Supreme Court’s importance in relat
national government?
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Essential New Vocabulary:
Notes
John Marshall, Marbury v. Madison, McCu
v. Ogden.
Timeframe:
Two days
Standard
Essential Understandings :
STANDARD VUS.6a
The student will demonstrate knowledge of the major events from the last decade of the eighteenth
century through the first half of the nineteenth century by
a) explaining the principles and issues that prompted Thomas Jefferson to organize
the first opposition political party.
Different views of economic and foreign policy is
first American political parties.
Essential Skills:
Why did competing political parties develop durin
Strand
Political Parties
Essential Questions:
a.
1.
Essential
Knowledge
Controversy over the Federalists’ support for the Bank of the United States, the Jay Treaty, and
the undeclared war on France contributed to the emergence of an organized opposition party,
the Democratic-Republicans, led by Thomas Jefferson and James Madison.
2.
The presidential election of 1800, won by Thomas Jefferson, was the first American
presidential election in which power was peacefully transferred from one political party to
another.
3.
The Federalists, led by John Adams and Alexander Hamilton, typically believed in a strong
national government and commercial economy. They were supported by bankers and business
interests in the Northeast.
4.
The Democratic-Republicans believed in a weak national government and an agricultural
economy. They were supported by farmers, artisans, and frontier settlers in the South.
Formulate historical questions and defend findings,
(VUS.1c)
b. Develop perspectives of time and place. (VUS.1d)
Essential New Vocabulary:
Federalists and Alexander Hamilton, Anti-F
Jefferson, Election of 1800
Timeframe:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Two days
Standard
STANDARD VUS.6b
The student will demonstrate knowledge of the major events from the last decade of the eighteenth
century through the first half of the nineteenth century by
b) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Strand
Essential
Knowledge
and Skills
Expansion resulting from the Louisiana Purchase and War of 1812
1. Thomas Jefferson, as president in 1803, purchased the huge Louisiana Territory from
France, which doubled the size of the United States overnight. He authorized the Lewis and
Clark expedition to explore the new territories that lay west of the Mississippi River.
Sacajawea, an American Indian woman, served as their guide and translator.
2. The American victory over the British in the War of 1812 produced an American claim to
the Oregon Territory and increased migration of American settlers into Florida, which was
later acquired by treaty from Spain.
3. The Monroe Doctrine (1823) stated the following:
i.
The American continents should not be considered for future colonization by
any European powers.
ii.
Nations in the Western Hemisphere were inherently different from those of
Europe—i.e., they were republics by nature rather than monarchies.
iii.
The United States would regard as a threat to her own peace and safety any
attempt by European powers to impose their system on any independent state
in the Western Hemisphere.
iv.
b.
c.
a.
b.
c.
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Apply geographic skills and reference sources to un
humans and their environment have changed over t
Essential Understandings
Expansion
a.
Essential Skills
The United States would not interfere in European affairs.
The westward movement and economic development
1. American settlers streamed westward from the coastal states into the Midwest, Southwest,
and Texas, seeking economic opportunity in the form of land to own and farm.
2. The growth of railroads and canals helped the growth of an industrial economy and
supported the westward movement of settlers.
3. Eli Whitney’s invention of the cotton gin led to the spread of the slavery-based “cotton
kingdom” in the Deep South.
4. American migration into Texas led to an armed revolt against Mexican rule and a famous
battle at the Alamo, in which a band of Texans fought to the last man against a vastly
superior force. The Texans’ eventual victory over Mexican forces subsequently brought
Texas into the United States.
5. The American victory in the Mexican War during the 1840s led to the acquisition of an
enormous territory that included the present-day states of California, Nevada, Utah,
Arizona, and parts of Colorado and New Mexico.
Impact on the American Indians
1. The belief that it was America’s “Manifest Destiny” to stretch from the Atlantic to the
Pacific provided political support for territorial expansion.
2. During this period of westward migration, American Indians were repeatedly defeated in
violent conflicts with settlers and soldiers and forcibly removed from their ancestral
Economic and strategic interests, supported by pop
the Pacific Ocean.
The new American republic prior to the Civil War
immigration, economic growth, and industrializatio
land and the ideology of “Manifest Destiny,” flocke
Conflicts between American settlers and Indian nat
Northwest resulted in the relocation of many Indian
Essential Questions
What factors influenced American westward move
Essential New Vocabulary:
Louisiana Purchase, Lewis and Clark. Saca
Doctrine, Eli Whitney, “King Cotton”
Timeframe:
Four days
homelands. They were either forced to march far away from their homes (the “Trail of
Tears,” when several tribes were relocated from Atlantic Coastal states to Oklahoma) or
confined to reservations.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.6c
The student will demonstrate knowledge of the major events from the last decade of the eighteenth
century through the first half of the nineteenth century by
c)examining the reasons why James Madison asked Congress to declare war on Great
Britain in 1812 and how this divided the nation.
Essential Skills
a. Formulate historical questions and defend findings,
b. Develop perspectives of time and place.
Essential Understandings
Regional self-interests led to a divided nation at war against
Strand
War of 1812
a.
Essential
Knowledge
Essential Questions
British interference with American shipping and western expansionism fueled the call for a
declaration of war.
b. Federalists opposed Madison’s war resolution, talked of secession, and proposed constitutional
amendments, which were not acted upon.
What were the causes of the War of 1812?
Essential New Vocabulary:
Tariff of 1832
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Timeframe:
Two days
Grade/Course: 11th grade- US and VA History
Content Area: SOL VUS.6c-8b
Second Nine Weeks
6c
6d
6e
7a
7b
7c
7d
7e
7f
8a
8b
Adjustment to
Pacing
Adjustment to
Pacing
Adjustment to
Pacing
Standard
STANDARD VUS.6d
The student will demonstrate knowledge of the major events from the last decade of the eighteenth
century through the first half of the nineteenth century by
d) relating the changing character of American political life in “the age of the common
man” (Jacksonian Era) to increasing popular participation in state and national politics.
Strand
Essential
Knowledge
b.
c.
a. Formulate historical questions and defend findings,
b. Develop perspectives of time and place.
Essential Understandings
An extension of the franchise, westward expansion
prompted increased participation in state and natio
Jacksonian Era
a.
Essential Skills
The changing character of American politics in “the age of the common man” was
characterized by
 heightened emphasis on equality in the political process for adult white males
 the rise of interest group politics and sectional issues
 a changing style of campaigning
 increased voter participation.
Andrew Jackson personified the “democratic spirit” of the age by challenging the economic
elite and rewarding campaign supporters with public office (Spoils System).
The Federalist Party disappeared, and new political parties, the Whigs and Know-Nothings,
were organized in opposition to the Democratic Party.
Essential Questions
In what ways did political democracy change in th
1812?
Essential New Vocabulary:
Andrew Jackson, universal manhood suffrage, spo
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Cartoon analysis on Andrew Jackson
Released Test
Items
Individual Teacher
Notes
Timeframe:
Three days
Standard
STANDARD VUS.6e
The student will demonstrate knowledge of the major events from the last decade of the eighteenth
century through the first half of the nineteenth century by
e) describing the cultural, economic, and political issues that divided the nation,
including tariffs, slavery, the abolitionist and women’s suffrage movements, and the
role of the states in the Union.
Strand
Growing Tension

Essential
Knowledge
and Skills



Sectional tensions caused by competing economic interests
1.The industrial North favored high protective tariffs to protect Northern manufactured goods
from foreign competition.
2.The agricultural South opposed high tariffs that made the price of imports more expensive.
Sectional tensions caused by westward expansion
As new states entered the Union, compromises were reached that maintained the balance of
power in Congress between “free” and “slave” states.
i.
The Missouri Compromise (1820) drew an east-west line through the
Louisiana Purchase, with slavery prohibited above the line and allowed
below, except that slavery was allowed in Missouri, north of the line.
ii.
In the Compromise of 1850, California entered as a free state, while the
new Southwestern territories acquired from Mexico would decide on their
own.
iii.
The Kansas-Nebraska Act of 1854 repealed the Missouri Compromise line,
giving people in Kansas and Nebraska the choice whether to allow slavery
in their states or not (“popular sovereignty”). This law produced bloody
fighting in Kansas as pro- and anti-slavery forces battled each other. It also
led to the birth of the Republican Party that same year to oppose the spread
of slavery.
Sectional tensions caused by debates over the nature of the Union
iv.
South Carolinians argued that sovereign states could nullify the Tariff of
1832 and other acts of Congress. A union that allowed state governments to
invalidate acts of the national legislature could be dissolved by states
seceding from the Union in defense of slavery (Nullification Crisis).
v.
President Jackson threatened to send federal troops to collect the tariff
revenues.
e. Sectional tensions caused by the institution of slavery
1. Slave revolts in Virginia, led by Nat Turner and Gabriel Prosser, fed white
Southerners’ fears about slave rebellions and led to harsh laws in the South against fugitive slaves.
Southerners who favored abolition were intimidated into silence.
2 Northerners, led by William Lloyd Garrison, publisher of The Liberator, increasingly
viewed the institution of slavery as a violation of Christian principles and argued for its abolition.
Southerners grew alarmed by the growing force of the Northern response to the abolitionists.
o Fugitive slave events pitted Southern slave owners against outraged Northerners
who opposed returning escaped slaves to bondage.
Essential Skills:
1.
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
2.
Formulate historical questions and defend findings,
(VUS.1c)
3.
Develop perspectives of time and place. (VUS.1d)
4. Interpret the significance of excerpts from
documents. (VUS.1h)
Essential Understandings
1.
The nation struggled to resolve sectional issues, pro
compromises.
2. These crises took place over the admission
the decade
3. Decades before the Civil War. The issue w
states” and “slave states” would remain ba
distribution of power in the Congress.
Essential Questions:
What issues divided America in the first half of th
Essential New Vocabulary:
free states vs. slave states, sectionalism, Mi
Clay, Manifest Destiny, Compromise of 18
popular sovereignty, Nat Turner, Gabriel P
Garrison, Seneca Falls Convention and Dec
Elizabeth Cady Stanton, and Susan B. Anth
f. The women’s suffrage movement
1. At the same time the abolitionist movement grew, another reform movement took root—the
movement to give equal rights to women.
2. Seneca Falls Declaration
3. Roles of Elizabeth Cady Stanton and Susan B. Anthony, who became involved
in the women’s suffrage movement before the Civil War and continued with the
movement after the war
Sectional tensions caused by debates over the nature of the Union
 South Carolinians argued that sovereign states could nullify the Tariff of 1832 and other acts of
Congress. A union that allowed state governments to invalidate acts of the national legislature could
be dissolved by states seceding from the Union in defense of slavery (Nullification Crisis).
 President Jackson threatened to send federal troops to collect the tariff revenues.
Sectional tensions caused by the institution of slavery
 Slave revolts in Virginia, led by Nat Turner and Gabriel Prosser, fed white Southerners’ fears about
slave rebellions and led to harsh laws in the South against fugitive slaves. Southerners who favored
abolition were intimidated into silence.
 Northerners, led by William Lloyd Garrison, publisher of The Liberator, increasingly viewed the
institution of slavery as a violation of Christian principles and argued for its abolition. Southerners
grew alarmed by the growing force of the Northern response to the abolitionists.
 Fugitive slave events pitted Southern slave owners against outraged Northerners who opposed
returning escaped slaves to bondage.
The women’s suffrage movement
 At the same time the abolitionist movement grew, another reform movement took root—the
movement to give equal rights to women.
 Seneca Falls Declaration
Roles of Elizabeth Cady Stanton and Susan B. Anthony, who became involved in the
women’s suffrage movement before the Civil War and continued with the movement
after the war
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass the
Virginia and US History Standards of
Learning Test” by Bobby Jo Cutlip,
Ed.D
Released Test
Items
Individual Teacher
Notes
Timeframe:
Three days
Standard
STANDARD VUS.7a
The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance
as major turning points in American history by
a) evaluating the multiple causes of the Civil War, including the role of the institution of slavery as a
principal cause of the conflict
Essential Skills
a.
b.
c.
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Apply geographic skills and reference sources to un
humans and their environment
Essential Understandings
Mounting sectional tensions and a failure of political will led
Strand
Causes of the Civil War
a.
Essential
Knowledge
and Skills
Causes of the Civil War
1. Sectional disagreements and debates over tariffs, extension of slavery into the territories, and
the nature of the Union (states’ rights)
2. Northern abolitionists versus Southern defenders of slavery
3. United States Supreme Court decision in the Dred Scott case
4. Publication of Uncle Tom’s Cabin by Harriet Beecher Stowe
5. Ineffective presidential leadership in the 1850s
6. A series of failed compromises over the expansion of slavery in the territories
7. President Lincoln’s call for federal troops in 1861
Essential Questions
What were the causes of the Civil War?
Essential New Vocabulary:
states rights, John C. Calhoun, Frederick Douglas
Uncle Tom’s Cabin, secession
Resources
Resource Materials
Maps- world and US
Released Test
Items
Individual Teacher
Notes
Timeframe:
Three days
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Excerpts by Frederick Douglass and
Uncle Tom’s Cabin
Standard
STANDARD VUS.7b
The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance
as major turning points in American history by
b) identifying the major events and the roles of key leaders of the Civil War Era, with
emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass.
Strand
Essential
Knowledge
and Skills
a.
b.
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Essential Understandings
The secession of Southern states triggered a long and costly
and resulted in the restoration of the Union and emancipatio
Major Events and Key Leaders
a.
Essential Skills
Major events
1. Election of Lincoln (1860), followed by the secession of several Southern states that feared
Lincoln would try to abolish slavery
2. Fort Sumter: Opening confrontation of the Civil War
3. Emancipation Proclamation issued after Battle of Antietam
4. Gettysburg: Turning point of the Civil War
5. Appomattox: Site of Lee’s surrender to Grant
b. Key leaders and their roles
1. Abraham Lincoln: President of the United States during the Civil War, who insisted that the
Union be held together, by force if necessary
2. Jefferson Davis: U.S. senator who became president of the Confederate States of America
3. Ulysses S. Grant: Union military commander, who won victories over the South after several
other Union commanders had failed
4. Robert E. Lee: Confederate general of the Army of Northern Virginia (Lee opposed secession,
but did not believe the Union should be held together by force), who urged Southerners to
accept defeat and unite as Americans again, when some Southerners wanted to fight on after
Appomattox
5. Frederick Douglass: Former enslaved African American who became a prominent abolitionist
and who urged Lincoln to recruit former enslaved African Americans to fight in the Union army
The Civil War put constitutional government to its most imp
the federal government versus states’ rights reached a climax
nation was at risk, and the nation’s ability to bring to reality
depended on the outcome of the war.
Essential Questions
1.
2.
3.
4.
5.
What were the major military and political events o
Who were the key leaders of the Civil War?
Why did Southern states secede?
Did any state have a right to leave the Union?
Was Lincoln right to use military force to keep the
Essential New Vocabulary:
Election of 1860, Ft. Sumter, Battles of An
Abraham Lincoln, Jefferson Davis, Ulysses
Appomattox
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Video clips of Civil War battles
Released Test
Items
Individual Teacher
Notes
Timeframe:
Three days
Standard
STANDARD VUS.7c
Essential Skills
The student will demonstrate knowledge of the Civil War and Reconstruction Era and their
importance as major turning points in American history by
a.
analyzing the significance of the Emancipation Proclamation and the principles outlined in
Lincoln’s Gettysburg Address
a. Formulate historical questions and defend findings,
b. Develop perspectives of time and place.
c. Interpret the significance of excerpts from famous s
Essential Understandings
Strand
Civil War Speeches
a.
Essential
Knowledge
and Skills
Lincoln’s Gettysburg Address said the United States was on
states. For Lincoln, the Civil War was about preserving the U
people, and for the people.”
b.
Emancipation Proclamation
1. Freed those slaves located in the “rebelling” states (Southern states that had seceded)
2. Made the abolition of slavery a Northern war aim
3. Discouraged any interference of foreign governments
4. Allowed for the enlistment of African American soldiers in the Union Army
Gettysburg Address
1. Lincoln described the Civil War as a struggle to preserve a nation that was dedicated to the
proposition that “all men are created equal” and that was ruled by a government “of the
people, by the people, and for the people.”
2. Lincoln believed America was “one nation,” not a collection of sovereign states.
Southerners believed that states had freely joined the Union and could freely leave.
Lincoln believed the Civil War was fought to fulfill the prom
and was a “Second American Revolution.” He described a d
the one that had prevailed from the beginning of the Republi
Essential Questions
1.
How did the ideas expressed in the Emancipation P
support the North’s war aims?
2. What was Lincoln’s vision of the American nation
Essential New Vocabulary:
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Emancipation Proclamation, Gettysburg Address
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Primary sources of the Emancipation
Proclamation and Gettysburg Address
Timeframe:
Three days
Standard
STANDARD VUS.7d
The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance
as major turning points in American history by
d) examining the political and economic impact of the war and Reconstruction, including
the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United
States.
Strand
Reconstruction
a.
Essential
Knowledge
Political effects
1. Lincoln’s view that the United States was one indivisible nation had prevailed.
2. Lincoln believed that since secession was illegal, Confederate governments in the Southern
states were illegitimate and the states had never really left the Union. He believed that
Reconstruction was a matter of quickly restoring legitimate Southern state governments that
were loyal to the Union.
3. Lincoln also believed that to reunify the nation, the federal government should not punish the
South, but act “with malice towards none, with charity for all… to bind up the nation’s
wounds….”
4. The assassination of Lincoln just a few days after Lee’s surrender at Appomattox enabled
Radical Republicans to influence the process of Reconstruction in a manner much more
punitive towards the former Confederate states. The states that seceded were not allowed back
into the Union immediately, but were put under military occupation.
5. Radical Republicans also believed in aggressively guaranteeing voting and other civil rights to
African Americans. They clashed repeatedly with Lincoln’s successor as president, Andrew
Johnson, over the issue of civil rights for freed slaves, eventually impeaching him, but failing to
remove him from office.
6. The three “Civil War Amendments” to the Constitution were added:
i.
13th Amendment: Slavery was abolished permanently in the United States.
ii.
14th Amendment: States were prohibited from denying equal rights under the law to any
American.
iii.
15th Amendment: Voting rights were guaranteed regardless of “race, color, or previous
condition of servitude” (former slaves).
7. The Reconstruction period ended following the extremely close presidential election of 1876. In
return for support from Southern Democrats in the electoral college vote, the Republicans
agreed to end the military occupation of the South. Known as the Compromise of 1877, this
enabled former Confederates who controlled the Democratic Party to regain power. It opened
the door to the “Jim Crow Era” and began a long period in which African Americans in the
South were denied the full rights of American citizenship.
b. Economic impact
1. The Southern states were left embittered and devastated by the war. Farms, railroads, and
factories had been destroyed throughout the South. Confederate money was worthless. Many
towns and cities such as Richmond and Atlanta lay in ruins, and the source of labor was greatly
changed due to the loss of life during the war and the end of slavery. The South would remain
an agriculture-based economy and the poorest section of the nation for many decades afterward.
Essential Skills
a.
b.
c.
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Interpret the significance of excerpts from famous s
Essential Understandings
The war and Reconstruction resulted in Southern resentmen
Americans, and ultimately political, economic, and social co
The economic and political gains of former slaves proved to
Essential Questions
What were the consequences of the war and Reconstruction?
Essential New Vocabulary:
Reconstruction, Andrew Johnson, moderate vs. rad
15th amendments, Compromise of 1877, Jim Crow
Timeframe:
Three days
2.
3.
The North and Midwest emerged with strong and growing industrial economies, laying the
foundation for the sweeping industrialization of the nation (other than the South) in the next
half-century and the emergence of the United States as a global economic power by the
beginning of the twentieth century.
The completion of the Transcontinental Railroad soon after the war ended intensified the
westward movement of settlers into the states between the Mississippi River and the Pacific
Ocean.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Primary source of the
Constitution
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.7e
Essential Skills
The student will demonstrate knowledge of the Civil War and Reconstruction Era and
their importance as major turning points in American history by
e)examining the social impact of the war on African Americans, the common soldier,
and the home front, with emphasis on Virginia.
a) Formulate historical questions and defend findings, base
b) Develop perspectives of time and place. (VUS.1d)
Essential Understandings
Although slavery ended, African-Americans did not achieve
Reconstruction Era
Strand
A. African Americans
1. The Emancipation Proclamation allowed for the enlistment of African American soldiers.
Essential
Knowledge
B. Common soldiers
1. Warfare often involved hand-to-hand combat.
2. Wartime diaries and letters home record this harsh reality.
3. After the war, especially in the South, soldiers returned home to find destroyed homes and
poverty. Soldiers on both sides lived with permanent disabilities.
For the common soldier, warfare was brutal and camp life w
returned home wounded or disabled.
On the home front, women were required to assume nontrad
Enslaved African Americans seized the opportunity presente
achieve freedom.
Essential Questions
1) How did the Civil War affect African Americans and th
2) What was the war’s impact on the home front?
C. Women
1. Managed homes and families with scarce resources
2. Often faced poverty and hunger
3. Assumed new roles in agriculture, nursing, and war industries
Essential New Vocabulary:
Resources
Resource Materials
Released Test
Items
Individual Teacher
Clara Barton
Notes
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Timeframe:
Three days
Standard
STANDARD VUS.7f
Essential Skills
The student will demonstrate knowledge of the Civil War and Reconstruction Era and
their importance as major turning points in American history by
f) explaining postwar contributions of key leaders of the Civil War.
Postwar Leaders
Strand
Essential
Knowledge
a. Ulysses S. Grant
1. Urged radical Republicans not to be harsh with former Confederates
2. Was elected president and served during most of Reconstruction
3. Advocated rights for the freedman
4. Opposed retribution directed at the defeated South
b. Robert E. Lee
1. Urged Southerners to reconcile and rejoin the United States
2. Served as president of Washington College (Washington & Lee University today)
3. Emphasized the importance of education to the nation’s future
a.
b.
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Essential Understandings
After the Civil War, both Robert E. Lee and Ulysses S. Gran
and the South.
After the Civil War, Frederick Douglass became the leading
nation.
Essential Questions
What were the postwar contributions of Ulysses S. Grant, R
c. Frederick Douglass
1. Supported full equality for African Americans
2. Advocated for the passage of the 14th and 15th Amendments
3. Encouraged federal government actions to protect the rights of freedmen in the South
4. Served as ambassador to Haiti and in the civil service
Essential New Vocabulary:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Timeframe:
Two days
Standard
STANDARD VUS.8a
The student will demonstrate knowledge of how the nation grew and changed from the end of
Reconstruction through the early twentieth century by
a) explaining the relationship among territorial expansion, westward movement of
the population, new immigration, growth of cities, the role of the railroads, and
the admission of new states to the United States.
Essential Skills
a)
Formulate historical questions and defend findings,
(VUS.1c)
b) Develop perspectives of time and place. (VUS.1d)
c) Apply geographic skills and reference sources to un
humans and their environment have changed over t
Essential Understandings
Strand
Essential
Knowledge
Expansion
a. Westward movement
1. Following the Civil War, the westward movement of settlers intensified in the vast region
between the Mississippi River and the Pacific Ocean.
2. The years immediately before and after the Civil War were the era of the American cowboy,
marked by long cattle drives for hundreds of miles over unfenced open land in the West, the
only way to get cattle to market.
3. Many Americans had to rebuild their lives after the Civil War. They responded to the incentive
of free public land and moved west to take advantage of the Homestead Act of 1862, which
gave free public land in the western territories to settlers who would live on and farm the land.
4. Southerners, including African Americans in particular, moved west to seek new opportunities
after the Civil War.
5. New technologies (for example, railroads and the mechanical reaper), opened new lands in the
West for settlement and made farming profitable by increasing the efficiency of production and
linking resources and markets. By the turn of the century, the Great Plains and Rocky
Mountains regions of the American West were no longer a mostly unsettled frontier, but were
fast becoming regions of farms, ranches, and towns.
6. The forcible removal of the American Indians from their lands continued throughout the
remainder of the nineteenth century as settlers continued to move west following the Civil War.
b. Immigration
1. Prior to 1871, most immigrants to America came from northern and western Europe (Germany,
Great Britain, Ireland, Norway, and Sweden). During the half-century from 1871 until 1921,
most immigrants came from southern and eastern Europe (Italy, Greece, Poland, Russia,
present-day Hungary, and former Yugoslavia), as well as Asia (China and Japan).
2. Like earlier immigrants, these immigrants came to America seeking freedom and better lives
for their families.
3. Immigrants made valuable contributions to the dramatic industrial growth of America during
this period. Chinese workers helped to build the Transcontinental Railroad. Immigrants worked
in textile and steel mills in the Northeast and the clothing industry in New York City. Slavs,
Italians, and Poles worked in the coal mines of the East. They often worked for very low pay
and endured dangerous working conditions to help build the nation’s industrial strength.
4. During this period, immigrants from Europe entered America through Ellis Island in New York
harbor. Their first view of America was often the Statue of Liberty, as their ships arrived
following the voyage across the Atlantic.
5. Immigrants began the process of assimilation into what was termed the American “melting
In the late nineteenth and early twentieth centuries, economi
technological change, and immigration fueled American gro
Essential Questions
What factors influenced American growth and exp
early twentieth century?
Essential New Vocabulary:
Homestead Act of 1862, Transcontinental R
Exclusion Act of 1882, Immigration Restr
Timeframe:
Three days
pot.” While often settling in ethnic neighborhoods in the growing cities, they and their children
worked hard to learn English, adopt American customs, and become American citizens. The
public schools served an essential role in the process of assimilating immigrants into American
society.
6. Despite the valuable contributions immigrants made to building America during this period,
immigrants often faced hardship and hostility. There was fear and resentment that immigrants
would take jobs for lower pay than American workers would accept, and there was prejudice
based on religious and cultural differences.
7. Mounting resentment led Congress to limit immigration through the Chinese Exclusion Act of
1882 and the Immigration Restriction Act of 1921. These laws effectively cut off most
immigration to America for the next several decades; however, the immigrants of this period
and their descendants continued to contribute immeasurably to American society.
c. Growth of cities
1. As the nation’s industrial growth continued, cities such as Chicago, Detroit, Cleveland,
Pittsburgh, and New York grew rapidly as manufacturing and transportation centers. Factories
in the large cities provided jobs, but workers’ families often lived in harsh conditions, crowded
into tenements and slums.
2. The rapid growth of cities caused housing shortages and the need for new public services, such
as sewage and water systems and public transportation. New York City was the first city to
begin construction of a subway system around the turn of the twentieth century, and many cities
built trolley or streetcar lines.
d. Admission of new states
1. As the population moved westward, many new states in the Great Plains and Rocky Mountains
regions were added to the United States. By the early twentieth century, all the states that make
up the continental United States today, from the Atlantic to the Pacific, had been admitted.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Video clips from Ellis Island and
immigrants building the
Transcontinental Railroad
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.8b
The student will demonstrate knowledge of how the nation grew and changed from the end of
Reconstruction through the early twentieth century by
b) describing the transformation of the American economy from a primarily agrarian to a
modern industrial economy and identifying major inventions that improved life in the
United States
Strand
a. Technological change spurred growth of industry primarily in northern cities.
b. Inventions/Innovations
1. Corporation (limited liability)
2. Bessemer steel process
3. Light bulb (Thomas Edison) and electricity as a source of power and light
4. Telephone (Alexander Graham Bell)
5. Airplane (Wright brothers)
6. Assembly-line manufacturing (Henry Ford)
c. Industrial leaders
1. Andrew Carnegie (steel)
2. J. P. Morgan (finance)
3. John D. Rockefeller (oil)
4. Cornelius Vanderbilt (railroads)
d. Reasons for economic transformation
1. Laissez-faire capitalism and special considerations (e.g., land grants to railroad builders)
2. The increasing labor supply (from immigration and migration from farms)
3. America’s possession of a wealth of natural resources and navigable rivers
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
Essential Understandings
During the period from the Civil War to World War I, the U
transformation that involved the development of an industria
the growth of large-scale agriculture, and the rise of national
Transformation of the American economy
Essential
Knowledge
Essential Skills
Individual Teacher
Notes
Essential Questions
What fueled the modern industrial economy?
Essential New Vocabulary:
Bessemer process, Thomas Edison, Alexander Gra
Ford, Andrew Carnegie, John D.l Rockefeller, lais
Timeframe:
Four days
Standard
STANDARD VUS.8c
Essential Skills
The student will demonstrate knowledge of how the nation grew and changed from the
end of Reconstruction through the early twentieth century by
c) analyzing prejudice and discrimination during this time period, with emphasis
on “Jim Crow” and the responses of Booker T. Washington and W.E.B.
DuBois.
Essential Understandings
Discrimination against and segregation of African American
late nineteenth century and early twentieth century.
Discrimination and Segregation
Strand
Essential
Knowledge
d) Formulate historical questions and defend findings,
e) Develop perspectives of time and place.
f) Interpret the significance of excerpts from famous s
African Americans disagreed about how to respond to these
a. Discrimination against and segregation of African Americans
1. Laws limited freedoms for African Americans.
2. After reconstruction, many Southern state governments passed “Jim Crow” laws forcing
separation of the races in public places.
3. Intimidation and crimes were directed against African Americans (lynchings).
4. African Americans looked to the courts to safeguard their rights.
5. In Plessy v. Ferguson, the Supreme Court ruled that “separate but equal” did not violate the
14th Amendment, upholding the “Jim Crow” laws of the era.
6. During the early twentieth century, African Americans began the “Great Migration” to Northern
cities in search of jobs and to escape poverty and discrimination in the South.
b. Responses of African Americans
1. Ida B. Wells led an anti-lynching crusade and called on the federal government to take action.
2. Booker T. Washington believed the way to equality was through vocational education and
economic success; he accepted social separation.
3. W.E.B. DuBois believed that education was meaningless without equality. He supported
political equality for African Americans by helping to form the National Association for the
Advancement of Colored People (NAACP).
Essential Questions
How did race relations in the South change after Reconstruc
response?
Essential New Vocabulary:
Plessy v Ferguson, Great Migration, Ida B.
Washington, WEB Dubois
Timeframe:
Three days
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Grade/Course: 11th grade- US and VA History
8c
Content Area: SOL VUS.8c-.10d
Third Nine Weeks
8d
9a
9b
10a
10b
10c-d
Adjustment to
Pacing
Adjustment to
Pacing
Adjustment to
Pacing
Standard
STANDARD VUS.8d
The student will demonstrate knowledge of how the nation grew and changed from the end of
Reconstruction through the early twentieth century by
d) identifying the causes and impact of the Progressive Movement, including the excesses
of the Gilded Age, child labor and antitrust laws, the rise of labor unions, and the
success of the women’s suffrage movement.
Strand
Essential
Knowledge
The Gilded Age
a. The Progressive Movement used government to institute reforms for problems created by
industrialization. Examples of reform include Theodore Roosevelt’s “Square Deal” and Woodrow
Wilson’s “New Freedom.”
Essential Skills
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Interpret the significance of excerpts from famous s
Essential Understandings
The period from Reconstruction through the early twentieth
many Americans. Agricultural expansion was accomplished
leading to new federal Indian policies. Industrial developme
raised the standard of living for millions of Americans, but a
labor unions and clashes between industry and labor. Social
rise to third-party movements and the beginning of the Prog
b. Causes of the Progressive Movement
1. Excesses of the Gilded Age
i.
Income disparity, lavish lifestyles
ii.
Practices of robber barons
2. Working conditions for labor
i.
Dangerous working conditions
ii.
Child labor
iii.
Long hours, low wages, no job security, no benefits
iv.
Company towns
v.
Employment of women
Essential Questions
c. Goals of Progressive Movement
1. Government controlled by the people
2. Guaranteed economic opportunities through government regulation
3. Elimination of social injustices
Theodore Roosevelt, Square Deal, Gilded A
referendum, recall, initiative, direct primary
Sherman Anti- Trust Act, Clayton Anti Tru
d. Progressive accomplishments
1. In local governments
i.
New forms of government (commissioner-style and city-manager-style) to meet needs
of increasing urbanization
2. In state governments
i.
Referendum
ii.
Initiative
iii.
3.
Recall
In elections
i.
Primary elections
ii.
Direct election of U.S. senators (17th Amendment)
iii.
Secret ballot
4. In child labor
i.
Muckraking literature describing abuses of child labor
ii.
Child labor laws
1.
How did the excesses of the Gilded Age contribute
Movement?
2. What were the goals of Progressives, and what wer
Essential New Vocabulary:
Timeframe:
Four days
5. Impact of labor unions
i.
Organizations
ii.
Strikes
iii.
Gains
6. Antitrust laws
7. Women’s suffrage
iii.
Was a forerunner of modern protest movement
iv.
Benefited from strong leadership (e.g., Susan B. Anthony)
v.
Encouraged women to enter the labor force during World War I
vi.
Resulted in the 19th Amendment to the Constitution
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Primary sources of “The Jungle” and
“Standard Oil”
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.9a
Essential Skills
The student will demonstrate knowledge of the emerging role of the United States in world
affairs by
a) explaining the changing policies of the United States toward Latin America and Asia
and the growing influence of the United States in foreign markets .
Strand
Essential
Knowledge
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Apply geographic skills and reference sources to un
humans and their environment have changed over t
Essential Understandings
US Foreign Policy
a. Creation of international markets
1. Open Door Policy: Secretary of State John Hay proposed a policy that would give all nations
equal trading rights in China.
2. Dollar diplomacy: President Taft urged American banks and businesses to invest in Latin
America. He promised that the United States would step in if unrest threatened their
investments.
3. Growth in international trade occurred from the late 1800s to World War I—the first era of a
true “global economy.”
b. Latin America
1. Spanish American War
a. Puerto Rico was annexed by the United States.
b. The United States asserted her right to intervene in Cuban affairs.
2. Panama Canal and the role of Theodore Roosevelt
a. The United States encouraged Panama’s independence from Colombia.
b. The parties negotiated a treaty to build the canal.
c. Asia and the Pacific
o Hawaii: U.S. efforts to depose Hawaii’s monarchy; U.S. annexation of Hawaii
o Philippines: Annexed after the Spanish American War
o Open Door Policy: Urged all foreigners in China to obey Chinese law, observe fair
competition
Many twentieth-century American foreign policy
America’s emergence as a world power at the end
America’s intervention in World War I ensured he
remainder of the century. The growing role of the
displayed the American urge to build, innovate, an
Essential Questions
1. Why did the United States abandon her traditional i
2. How did the United States expand her influence in
Essential New Vocabulary:
Open Door Policy, Dollar Diplomacy, Glob
Timeframe:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Five days
Standard
STANDARD VUS.9b
The student will demonstrate knowledge of the emerging role of the United States in world affairs by
b) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty
of Versailles, and the national debate over treaty ratification and the League of Nations
Strand
Essential
Knowledge
Essential Skills
a)
b)
c)
d)
Identify, analyze, and interpret primary and second
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Interpret the significance of excerpts from famous s
World War I
Essential Understandings
a. United States involvement in World War I
1. The war began in Europe in 1914 when Germany and Austria-Hungary went to war with
Britain, France, and Russia.
2. For three years, America remained neutral, and there was strong sentiment not to get involved
in a European war.
3. The decision to enter the war was the result of continuing German submarine warfare (violating
freedom of the seas) and American ties to Great Britain.
4. Americans wanted to “make the world safe for democracy.” (Woodrow Wilson)
5. America’s military resources of soldiers and war materials tipped the balance of the war and led
to Germany’s defeat.
While American entry into World War I ensured Allied vict
left a bitter legacy.
c. Treaty of Versailles
1. The French and English insisted on punishment of Germany.
2. A League of Nations was created.
3. National boundaries were redrawn, creating many new nations.
Resources
Maps- world and US
Essential New Vocabulary:
Timeframe:
d. League of Nations debate in United States
1. Objections to United States foreign policy decisions being made by an international
organization, not by U.S. leaders
2. The Senate’s failure to approve the Treaty of Versailles
Released Test
Items
1. Why did the United States become involved in Wo
2. How did visions of the postwar world differ?
Fourteen Points, self-determination, Treaty
Nations, submarine warfare
b. Fourteen Points
1. Wilson’s plan to eliminate the causes of war
2. Key points
Resource Materials
Essential Questions
Individual Teacher
Notes
Six days
Standard
Strand
Essential
Knowledge
STANDARD VUS.10a
The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by
a) analyzing how radio, movies, newspapers, and magazines created popular culture and
challenged traditional values.
Domestic events of the 1920s and 1930s
a. Mass media and communications
1. Radio: Broadcast jazz and Fireside Chats
2. Movies: Provided escape from Depression-era realities
3. Newspapers and magazines: Shaped cultural norms and sparked fads
Essential Skills
a)
b)
c)
d)
Identify, analyze, and interpret primary and second
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Interpret the significance of excerpts from famous s
Essential Understandings
Popular culture reflected the prosperity of the era.
Essential Questions
How did radio, movies, newspapers, and magazine
value?
b. Challenges to traditional values
1. Traditional religion: Darwin’s Theory, the Scopes Trial
2. Traditional role of women: Flappers, 19th Amendment
3. Open immigration: Rise of new
Ku Klux Klan (KKK)
4. Prohibition: Smuggling alcohol and speakeasies
Essential New Vocabulary:
Mass media, Darwin’s Theory, Scope’s Tri
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Cartoon analysis
Released Test
Items
Individual Teacher
Notes
Timeframe:
Five days
Standard
STANDARD VUS.10b
The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by
b) assessing the causes and consequences of the stock market crash of 1929.
Strand
Stock Market Crash
Essential
Knowledge
a. Causes of the stock market crash of 1929
1. Business was booming, but investments were made with borrowed money (overspeculation).
2. There was excessive expansion of credit.
3. Business failures led to bankruptcies.
4. Bank deposits were invested in the market.
5. When the market collapsed, the banks ran out of money.
b. Consequences of the stock market crash of 1929
1. Clients panicked, attempting to withdraw their money from the banks, but there was nothing to
give them.
2. There were no new investments.
Essential Skills
a)
b)
c)
d)
Identify, analyze, and interpret primary and second
Formulate historical questions and defend findings,
Develop perspectives of time and place.
Interpret the significance of excerpts from famous s
Essential Understandings
The United States emerged from World War I as a global po
optimism of the 1920s were generated by investments made
failed, the stocks lost their value, prices fell, production slow
became widespread.
Essential Questions
1. What caused the stock market crash of 1929?
2. What were consequences of the stock market crash
Essential New Vocabulary:
Resources
Resource Materials
Released Test
Items
Individual Teacher Depression, stock market crash of 1929, bu
Notes
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
United streaming clips of Great
Depression and FDR speeches
Timeframe:
Five days
Standard
STANDARD VUS.10c
The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by
c) explaining the causes of the Great Depression and its impact on the American people
Strand
Great Depression
Essential
Knowledge
a. Causes of the Great Depression
1. The stock market crash of 1929 and collapse of stock prices
2. Federal Reserve’s failure to prevent widespread collapse of the nation’s banking system in the
late 1920s and early 1930s, leading to severe contraction in the nation’s supply of money in
circulation
3. High protective tariffs that produced retaliatory tariffs in other countries, strangling world trade
(Tariff Act of 1930, popularly called the Hawley-Smoot Act)
Essential Skills
a)
b)
c)
d)
Formulate historical questions and defend findings,
Develop perspectives of time and place
Interpret the significance of excerpts from famous s
Identify the costs and benefits of specific choices m
intended and unintended, of the decisions and how
and negative incentives.
Essential Understandings
The Great Depression caused widespread hardship
Essential Questions
1. What were the causes of the Great Depression?
2. How did the depression affect the lives of
b. Impact of the Great Depression
1. Unemployment and homelessness
2. Collapse of the financial system (bank closings)
3. Decline in demand for goods
4. Political unrest (growing militancy of labor unions)
5. Farm foreclosures and migration
Essential New Vocabulary:
Protective tariff, Tariff of 1930
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Timeframe:
Six days
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
A
Standard
STANDARD VUS.10d
The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by
d) describing how Franklin D. Roosevelt’s New Deal relief, recovery, and reform measures addressed
the Great Depression and expanded the government’s role in the economy.
Strand
Essential
Knowledge
New Deal
a. New Deal (Franklin Roosevelt)
1. This program changed the role of the government to a more active participant in solving
problems.
2. Roosevelt rallied a frightened nation in which one in four workers was unemployed. (“We have
nothing to fear, but fear itself.”)
3. Relief measures provided direct payment to people for immediate help (Works Progress
Administration—WPA).
4. Recovery programs were designed to bring the nation out of the depression over time
(Agricultural Adjustment Administration—AAA).
5. Reform measures corrected unsound banking and investment practices (Federal Deposit
Insurance Corporation—FDIC).
6. Social Security Act offered safeguards for workers.
Essential Skills
a)
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Formulate historical questions and defend findings,
c) Develop perspectives of time and place.
d) Interpret the significance of excerpts from famous s
e) Identify the costs and benefits of specific choices m
intended and unintended, of the decisions and how
and negative incentives.
Essential Understandings
The New Deal permanently altered the role of American gov
changes in people’s attitudes toward government’s responsib
rights, as the New Deal set in place legislation that reshaped
Essential Questions
1. How did the New Deal attempt to address the cause
2. What impact did the New Deal have on the role of
b. The legacy of the New Deal influenced the public’s belief in the responsibility of government to
deliver public services, to intervene in the economy, and to act in ways that promote the general welfare.
Essential New Vocabulary:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher New Deal, capitalism, Works Progress Adm
Notes
Timeframe:
Five days
Standard
STANDARD VUS.11a
The student will demonstrate knowledge of World War II by
a) analyzing the causes and events that led to American involvement in the war,
including military assistance to the United Kingdom and the Japanese attack on Pearl
Harbor.
Strand
Essential
Knowledge
World War II
a. The war in Europe
1. World War II began with Hitler’s invasion of Poland in 1939, followed shortly thereafter by the
Soviet Union’s invasion of Poland and the Baltic countries from the east.
2. During the first two years of the war, the United States stayed officially neutral while Germany
overran France and most of Europe and pounded Britain from the air (the Battle of Britain). In
mid-1941, Hitler turned on his former partner and invaded the Soviet Union.
3. Despite strong isolationist sentiment at home, the United States increasingly helped Britain. It
gave Britain war supplies and old naval warships in return for military bases in Bermuda and
the Caribbean. Soon after, the Lend-Lease Act gave the president authority to sell or lend
equipment to countries to defend themselves against the Axis powers. Franklin Roosevelt
compared it to “lending a garden hose to a next-door neighbor whose house is on fire.”
b. The war in Asia
1. During the 1930s, a militaristic Japan invaded and brutalized Manchuria and China as it sought
military and economic domination over Asia. The United States refused to recognize Japanese
conquests in Asia and imposed an embargo on exports of oil and steel to Japan. Tensions rose,
but both countries negotiated to avoid war.
2. While negotiating with the United States and without any warning, Japan carried out an air
attack on the American naval base at Pearl Harbor, Hawaii, on December 7, 1941. The attack
destroyed much of the American Pacific fleet and killed several thousand Americans. Roosevelt
called it “a date that will live in infamy” as he asked Congress to declare war on Japan.
3. After Pearl Harbor, Hitler honored a pact with Japan and declared war on the United States. The
debates over isolationism in the United States were over. World War II was now a true world
war, and the United States was fully involved.
c. Allied strategy
1. America and her allies (Britain, and the Soviet Union after being invaded by Germany)
followed a “Defeat Hitler First” strategy. Most American military resources were targeted for
Europe.
2. In the Pacific, American military strategy called for an “island hopping” campaign, seizing
islands closer and closer to Japan and using them as bases for air attacks on Japan, and for
cutting off Japanese supplies through submarine warfare against Japanese shipping.
d. Axis strategy
1. Germany hoped to defeat the Soviet Union quickly, gain control of Soviet oil fields, and force
Britain out of the war through a bombing campaign and submarine warfare before America’s
Essential Skills
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Apply geographic skills and reference sources to un
humans and their environment have changed over t
Essential Understandings
Wartime strategies reflect the political and military goals of
geographical extent of the conflict.
Essential Questions
1.
2.
What was the overall strategy of America and her a
How did America’s strategy during World War II r
geographical scope of the conflict?
3. Why were some battles of World War II considered
Essential New Vocabulary:
Hitler, Battle of Britain, blitzkrieg,
Mussolini, Stalin
Timeframe:
Two days
2.
industrial and military strength could turn the tide.
Following Pearl Harbor, Japan invaded the Philippines and Indonesia and planned to invade
both Australia and Hawaii. Her leaders hoped that America would then accept Japanese
predominance in Southeast Asia and the Pacific, rather than conduct a bloody and costly war to
reverse Japanese gains.
e. Major battles and military turning points
1. North Africa
2. El Alamein: German forces threatening to seize Egypt and the Suez Canal were defeated by the
British. This defeat prevented Hitler from gaining access to Middle Eastern oil supplies and
attacking the Soviet Union from the south.
3. Europe
4. Stalingrad: Hundreds of thousands of German soldiers were killed or captured in a months-long
siege of the Russian city of Stalingrad. This defeat prevented Germany from seizing the Soviet
oil fields and turned the tide against Germany in the east.
5. Normandy landings (D-Day): American and Allied troops under Eisenhower landed in Germanoccupied France on June 6, 1944. Despite intense German opposition and heavy American
casualties, the landings succeeded, and the liberation of western Europe from Hitler began.
6. Pacific
7. Midway: In the Battle of Midway (termed the “Miracle at Midway”), American naval forces
defeated a much larger Japanese force as it prepared to seize Midway Island. Coming only a
few months after Pearl Harbor, a Japanese victory at Midway would have enabled Japan to
invade Hawaii. The American victory ended the Japanese threat to Hawaii and began a series of
American victories in the “island hopping” campaign, carrying the war closer and closer to
Japan.
8. Iwo Jima and Okinawa: The American invasions of the islands of Iwo Jima and Okinawa
brought American forces closer than ever to Japan, but both invasions cost thousands of
American lives and even more Japanese lives, as Japanese soldiers fought fiercely over every
square inch of the islands and Japanese soldiers and civilians committed suicide rather than
surrender.
f. Use of the atomic bomb
1. Facing the prospect of horrendous American and Japanese casualties if American forces were to
invade Japan itself, President Harry Truman ordered the use of atomic bombs on the Japanese
cities of Hiroshima and Nagasaki to force the Japanese to surrender. Tens of thousands of
people were killed in both cities. Shortly after the bombs were used, the Japanese leaders
surrendered, avoiding the need for American forces to invade Japan.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Grade/Course: 11th grade- US and VA History
Content Area: SOL VUS.11-15
Fourth Nine Weeks
11a
11b
11c
11d
11e
12c
12b
13a
13c
13d
13e
14b
12a
12b
13b
14a
15a
15c
15b
15d
15e
15f
Adjustment to
Pacing
Standard
Adjustment to
Pacing
Adjustment to
Pacing
Essential Skills:
STANDARD VUS.11b
The student will demonstrate knowledge of World War II by
b)describing and locating the major battles and turning points of the war in North
Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing
(D-Day), and Truman’s decision to use the atomic bomb to force the surrender of
Japan.
Strand
Major Battles and Turning point of WWII
Essential
Knowledge
a. Allied strategy
1. America and her allies (Britain, and the Soviet Union after being invaded by Germany)
followed a “Defeat Hitler First” strategy. Most American military resources were targeted for
Europe.
2. In the Pacific, American military strategy called for an “island hopping” campaign, seizing
islands closer and closer to Japan and using them as bases for air attacks on Japan, and for
cutting off Japanese supplies through submarine warfare against Japanese shipping.
b. Axis strategy
1. Germany hoped to defeat the Soviet Union quickly, gain control of Soviet oil fields, and force
Britain out of the war through a bombing campaign and submarine warfare before America’s
industrial and military strength could turn the tide.
2. Following Pearl Harbor, Japan invaded the Philippines and Indonesia and planned to invade
both Australia and Hawaii. Her leaders hoped that America would then accept Japanese
predominance in Southeast Asia and the Pacific, rather than conduct a bloody and costly war to
reverse Japanese gains.
c. Major battles and military turning points
1. North Africa
i.El Alamein: German forces threatening to seize Egypt and the Suez Canal were defeated by the
British. This defeat prevented Hitler from gaining access to Middle Eastern oil supplies and attacking
the Soviet Union from the south.
2. Europe
– i. Stalingrad: Hundreds of thousands of German soldiers were killed or captured in a months-long
siege of the Russian city of Stalingrad. This defeat prevented Germany from seizing the Soviet oil
fields and turned the tide against Germany in the east.
d. Normandy landings (D-Day): American and Allied troops under Eisenhower landed
in German-occupied France on June 6, 1944. Despite intense German opposition and
heavy American casualties, the landings succeeded, and the liberation of western
a.
Formulate historical questions and defend findings,
(VUS.1c)
b.
Develop perspectives of time and place. (VUS.1d)
c. Apply geographic skills and reference sour
relationships between humans and their en
(VUS.1g)
Essential Understandings:
Wartime strategies reflect the political and military
on hand, and the geographical extent of the conflic
Essential Questions:
1.
What was the overall strategy of America and her a
2.
How did America’s strategy during World War II r
geographical scope of the conflict?
3. Why were some battles of World War II co
war?
Essential New Vocabulary:
Allies, Axis powers, island hopping, El Ala
Midway, Iwo Jima and Okinawa, Hiroshim
Timeframe:
Two days
Europe from Hitler began.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
United streaming video clips
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.11c
The student will demonstrate knowledge of World War II by
c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments
Strand
Essential
Knowledge
Essential Skills
a)
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Formulate historical questions and defend findings,
World War II Military Units
Essential Understandings
a. Minority participation
1. African Americans generally served in segregated military units and were assigned to
noncombat roles but demanded the right to serve in combat rather than support roles.
World War II solidified the nation’s role as a global power,
reform agendas that would preoccupy public discourse in the
twentieth century.
b. All-minority military units
1. Tuskegee Airmen (African American) served in Europe with distinction.
2. Nisei regiments (Asian American) earned a high number of decorations.
Women entered into previously male job roles as African Am
desegregation of the armed forces and end discriminatory hi
c. Additional contributions of minorities
1. Communication codes of the Navajo were used (oral, not written language; impossible for the
Japanese to break).
2. Mexican Americans also fought, but in nonsegregated units.
3. Minority units suffered high casualties and won numerous unit citations and individual medals
for bravery in action.
Essential Questions
1. How did minority participation in World War II ref
2. How did minorities contribute to Allied victory?
Essential New Vocabulary:
Tuskegee airmen, Nisei, Navajo
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Timeframe:
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
One day
Standard
STANDARD VUS.11d
The student will demonstrate knowledge of World War II by
d) examining the Geneva Convention and the treatment of prisoners of war during World
War II.
Strand
Essential
Knowledge
Essential Skills
a)
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Formulate historical questions and defend findings,
c) Develop perspectives of time and place.
World War II Prisoners
Essential Understandings
a. The Geneva Convention attempted to ensure the humane treatment of prisoners of war by establishing
rules to be followed by all nations.
The conduct of war often reflects the social and moral codes
b. The treatment of prisoners of war in the Pacific Theater often reflected the savagery of the fighting
there.
1. In the Bataan Death March, American POWs suffered brutal treatment by the Japanese after
surrender of the Philippines.
2. Japanese soldiers often committed suicide rather than surrender.
3. The treatment of prisoners of war in Europe more closely followed the ideas of
the Geneva Convention.
The treatment of prisoners of war often reflects the savage n
a nation.
Essential Questions
1. What was the purpose of the Geneva Convention?
2. How did the treatment of prisoners of war differ du
Essential New Vocabulary:
Geneva Convention, Bataan Death March
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Maps- world and US
Timeframe:
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
One day
Standard
STANDARD VUS.11e
The student will demonstrate knowledge of World War II by
e) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and the
postwar trials of war criminals.
Strand
Essential
Knowledge
Holocaust
a. Terms to know
1. genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural
group
2. final solution: Germany’s decision to exterminate all Jews
Essential Skills
a)
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Formulate historical questions and defend findings,
c) Develop perspectives of time and place.
d) Interpret the significance of excerpts from famous s
Essential Understandings
Specific groups that are the object of hatred and prejudice of
wartime.
Essential Questions
b. Affected groups
1. Jews
2. Poles
3. Slavs
4. Gypsies
5. “Undesirables” (homosexuals, the mentally ill, political dissidents)
1. What was the Holocaust and who were its victims?
2. What was the short-term and long-term significanc
Essential New Vocabulary:
Holocaust, genocide, Final Solution, Nurem
c. Significance
1. In the Nuremberg trials, Nazi leaders and others were convicted of war crimes.
2. The Nuremberg trials emphasized individual responsibility for actions during a war, regardless
of orders received.
3. The trials led to increased demand for a Jewish homeland.
Timeframe:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
DVD clip on Oprah interview of Ellie
Wiesel at Aushwitz
Released Test
Items
Two days
Individual Teacher two
days
Notes
Standard
STANDARD VUS.12a
The student will demonstrate knowledge of the effects of World War II on the home front by
a) explaining how the United States mobilized its economic, human, and military
resources.
Strand
Essential
Knowledge
World War II home front
a. Economic resources
1. United States government and industry forged a close working relationship to allocate resources
effectively.
2. Rationing was used to maintain supply of essential products to the war effort.
3. War bonds and income tax were used for financing the war.
4. Businesses retooled from peacetime to wartime production (e.g., car manufacturing to tank
manufacturing).
b. Human resources
1. More women and minorities entered the labor force.
2. Citizens volunteered in support of the war effort.
Essential Skills
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Identify the costs and benefits of specific choices m
intended and unintended, of the decisions and how
and negative incentives.
Essential Understandings
The United States’ success in the war required the total com
home front, public education and the mass media promoted
Essential Questions
How did the United States organize and distribute its resourc
World War II?
Essential New Vocabulary:
c. Military resources
1. The draft (selective service) was used to provide personnel for the military.
Draft//selective service
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Timeframe:
Notes
One day
Standard
STANDARD VUS.12b
The student will demonstrate knowledge of the effects of World War II on the home front by
b) describing the contributions of women and minorities to the war effort.
Essential Skills
a)
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Formulate historical questions and defend findings,
Essential Understandings
Strand
Essential
Knowledge
Contributions of Women and Minorities
a. Women on the home front during World War II
1. Increasingly participated in the workforce to replace men serving in the military (e.g., Rosie the
Riveter)
2. Typically participated in noncombat military roles
Essential New Vocabulary:
Resources
Released Test
Items
Essential Questions
1. How did women and minorities contribute to Amer
b. African Americans on the home front during World War II
1. Migrated to cities in search of jobs in war plants
2. Campaigned for victory in war and equality at home
Resource Materials
Contributions to the war effort came from all segments of so
male job roles as African Americans and others struggled to
and end discriminatory hiring practices.
Individual Teacher
Notes
Rosie the Riveter
Timeframe:
One day
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Standard
STANDARD VUS.12c
The student will demonstrate knowledge of the effects of World War II on the home front by
c) explaining the internment of Japanese Americans during the war.
Strand
Essential
Knowledge
Essential Skills
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
Essential Understandings
Japanese Americans during the war
a. Reasons for internment of Japanese Americans
1. Strong anti-Japanese prejudice on the West Coast
2. False belief that Japanese Americans were aiding the enemy
Prejudice coupled with wartime fears can adversely affect ci
Essential Questions
b. Internment of Japanese Americans
1. Japanese Americans were relocated to internment camps.
2. Internment affected Japanese American populations along the West Coast. The Supreme Court
upheld the government’s right to act against Japanese Americans living on the West Coast of
the United States. A public apology was eventually issued by the United States government,
and financial payment was made to survivors.
1. How were Americans of Japanese descent treated a
II, and why?
Essential New Vocabulary:
Internment
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Timeframe:
One day
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Standard
STANDARD VUS.12d
The student will demonstrate knowledge of the effects of World War II on the home front by
d) describing the role of media and communications in the war effort.
Essential Skills
a) Evaluate the authenticity, authority, and credibility
b) Formulate historical questions and defend findings,
c) Develop perspectives of time and place.
Role of media and communications in the war effort
Essential Understandings
Strand
Essential
Knowledge
a. Media and communications assistance
1. The United States government maintained strict censorship of reporting of the war.
2. Public morale and ad campaigns kept Americans focused on the war effort.
3. The entertainment industry produced movies, plays, and shows that boosted morale and
patriotic support for the war effort as well as portrayed the enemy in stereotypical ways.
During World War II, the media and entertainmen
supporting the war effort by promoting nationalism
Essential Questions
1. How did media and communications assist the Alli
Essential New Vocabulary:
Resources
Resource Materials
Released Test
Items
Individual Teacher
Media/ communications
Notes
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Timeframe:
One day
Standard
Strand
Essential
Knowledge
STANDARD VUS.13a
Essential Skills:
The student will demonstrate knowledge of United States foreign policy since World War
II by
1.
Formulate historical questions and defend findings,
(VUS.1c)
a) describing outcomes of World War II, including political boundary
changes, the formation of the United Nations, and the Marshall Plan.
2.
Develop perspectives of time and place. (VUS.1d)
3. Apply geographic skills and reference sour
relationships between humans and their en
(VUS.1g)
Results of WWII
Postwar outcomes
a. The end of World War II found Soviet forces occupying most of Eastern and Central Europe
and the eastern portion of Germany.
b. Germany was partitioned into East and West Germany. West Germany became democratic and
resumed self-government after a few years of American, British, and French occupation. East
Germany remained under the domination of the Soviet Union and did not adopt democratic
institutions.
c. Following her defeat, Japan was occupied by American forces. It soon adopted a democratic
form of government, resumed self-government, and became a strong ally of the United States.
d. Europe lay in ruins, and the United States launched the Marshall Plan, which provided massive
financial aid to rebuild European economies and prevent the spread of communism.
e. The United Nations was formed near the end of World War II to create a body for the nations of
the world to try to prevent future global wars.
Essential Understandings :
Wars have political, economic, and social consequ
Essential Questions:
What were the political, economic, and social con
Essential New Vocabulary:
Marshall Plan
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Timeframe:
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Two days
Standard
Essential Skills:
STANDARD VUS.13b
The student will demonstrate knowledge of United States foreign policy since World War II by
b) explaining the origins of the Cold War, and describing the Truman Doctrine and
the policy of containment of communism, the American role in wars in Korea and
Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in
Europe.
1.
Formulate historical questions and defend findings,
(VUS.1c)
2.
Develop perspectives of time and place. (VUS.1d)
3. Apply geographic skills and reference sour
relationships between humans and their en
(VUS.1g)
Essential Understandings :
Strand
Containment
Essential
Knowledge
and Skills
a.Origins of the Cold War
1. The Cold War lasted from the end of World War II until the collapse of the Soviet Union.
2. The United States and the Soviet Union represented starkly different fundamental values. The
United States represented democratic political institutions and a generally free market economic
system. The Soviet Union was a totalitarian government with a communist (socialist) economic
system.
3. The Truman Doctrine of “containment of communism” was a guiding principle of American
foreign policy throughout the Cold War, not to roll it back, but to keep it from spreading and to
resist communist aggression into other countries.
4. The North Atlantic Treaty Organization (NATO) was formed as a defensive alliance among the
United States and western European countries to prevent a Soviet invasion of Western Europe.
Soviet allies in Eastern Europe formed the Warsaw Pact, and for nearly 50 years, both sides
maintained large military forces facing each other in Europe.
5. The communist takeover in China shortly after World War II increased American fears of
communist domination of most of the world. Rather than becoming strong allies, however, the
communist nations of China and the Soviet Union eventually became rivals for territory and
diplomatic influence, a split that American foreign policy under President Nixon in the 1970s
exploited.
6. After the Soviet Union matched the United States in nuclear weaponry in the 1950s, the threat
of a nuclear war that would destroy both countries was ever-present throughout the Cold War.
America, under President Eisenhower, adopted a policy of “massive retaliation” to deter any
nuclear strike by the Soviets.
b. The Korean War How did the United States respond to the threat of communist expansion?
a.
The Cold War set the framework for global politics
II. It also influenced American domestic politics, th
of the government in the economy after 1945.
b.
The Cold War was essentially a competition betwe
government, society, and the economy: the Americ
democracy, individual freedom, and a market econo
state and socialism.
c.
The United States government’s anti-comm
Asia led to America’s involvement in the K
Vietnam War demonstrated the power of A
reversing foreign policy. It tested the demo
scars on American society that have not ye
Americans deeply skeptical of future milita
interventions.
Essential Questions:
1.
How did the United States respond to the threat of c
2.
What are the origins of the Cold War?
Resources
Resource Materials
Released Test
Items
3.
What were the early significant events of the Cold
4.
What was the impact of the Cold War on American
Individual Teacher 5. What was the impact of the Vietnam War on Am
Notes
Maps- world and US
Essential New Vocabulary:
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Foreign affairs, Cold War, Truman Doctrin
Massive retaliation, Korean War, Vietnam
Castro, Bay of Pigs, Alger Hiss, Ethel and
McCarthyism
United streaming clips of Korean and
Vietnam Wars
Timeframe:
Two days
Standard
Essential Skills:
STANDARD VUS.13c
Formulate historical questions and defend findings, based on
The student will demonstrate knowledge of United States foreign policy since World War II by
c) explaining the role of America’s military and veterans in defending freedom during the
Cold War.
Strand
Essential
Knowledge
Cold War
a. American military forces during the Cold War
1. President Kennedy pledged in his inaugural address that the United States would “pay any
price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to
assure the survival and the success of liberty.” In the same address, he also said, “Ask not what
your country can do for you; ask what you can do for your country.”
2. During the Cold War era, millions of Americans served in the military, defending freedom in
wars and conflicts that were not always popular. Many were killed or wounded. As a result of
their service, the United States and American ideals of democracy and freedom ultimately
prevailed in the Cold War struggle with Soviet communism.
3. President Kennedy, a World War II veteran, was assassinated in 1963 in Dallas, Texas, in an
event that shook the nation’s confidence and began a period of internal strife and divisiveness,
especially spurred by divisions over United States involvement in Vietnam.
4. Unlike veterans of World War II, who returned to a grateful and supportive nation, Vietnam
veterans returned often to face indifference or outright hostility from some who opposed the
war.
b. It was not until several years after the end of the Vietnam war that the wounds of the
war began to heal in America, and Vietnam veterans were recognized and honored for
their service and sacrifices.
Essential Understandings :
a.
A strong military was the key to America’s victor
b.
Millions of Americans served in the military durin
at great personal and family sacrifice, yet they did
Essential Questions:
1. How did America’s military forces defend freedom
Teacher Notes:
Essential New Vocabulary:
Lee Harvey Oswald
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
United streaming clips of Kennedy
assassination
Released Test
Items
Individual Teacher
Notes
Timeframe:
One day
Standard
STANDARD VUS.13d
The student will demonstrate knowledge of United States foreign policy since World War II by
d) explaining the collapse of communism and the end of the Cold War, including the role of Ronald
Reagan in making foreign policy.
Essential Skills
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Interpret the significance of excerpts from famous s
Essential Understandings
Strand
Collapse of Communism
Essential
Knowledge
a. Internal problems of the Soviet Union
1. Increasing Soviet military expenses to compete with the United States
2. Rising nationalism in Soviet republics
3. Fast-paced reforms—market economy
4. Economic inefficiency
5. Gorbachev’s glasnost and perestroika (openness and economic restructuring)
b. Role of President Ronald Reagan
1. Challenged moral legitimacy of the Soviet Union, for example, in a speech at the Berlin Wall
(“Mr. Gorbachev, tear down this wall!”)
2. Increased United States military and economic pressure on the Soviet Union
Both internal problems and external pressures caused the co
Union.
Essential Questions
1.
2.
How did internal problems affect the collapse of co
What was President Ronald Reagan’s role in the co
Essential New Vocabulary:
Glasnost, perestroika
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Clips of Reagan’s “tear down that
wall” speech and “axis of evil” speech
Released Test
Items
Individual Teacher
Notes
Timeframe:
Three days
Standard
STANDARD VUS.13e
The student will demonstrate knowledge of United States foreign policy since World War II by
e) explaining the impact of presidents of the United States since 1988 on foreign policy.
Strand
Essential
Knowledge
Foreign Policy since 1988
a. Selected post Cold War era goals and policies
1. Foreign aid
2. Humanitarian aid
3. Support for human rights
Essential Skills
a)
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Formulate historical questions and defend findings,
c) Develop perspectives of time and place.
d) Interpret the significance of excerpts from famous s
Essential Understandings
With the end of the Cold War, the United States changed he
Involvement in conflicts in other areas of the world has been
policy since 1988.
b. President George H. W. Bush, 1989–1993
1. Fall of communism in Eastern Europe
2. Reunification of Germany
3. Collapse of Yugoslavia
4. Breakup of the Soviet state
5. Persian Gulf War of 1990–1991
6. First war in which American women served in a combat role
7. Operation Desert Storm
Essential Questions
1. How did the United States redirect her goals and po
2. How have presidents shaped American policy since
c. President William J. Clinton, 1993–2001
1. North American Free Trade Agreement (NAFTA)
2. Full diplomatic relations with Vietnam
3. Lifting of economic sanctions against South Africa when her government ended the policy of
apartheid
4. NATO action in former Yugoslavia
d. President George W. Bush, 2001–2009
1. Terrorists attacks on United States soil on 9/11/2001
2. War in Afghanistan
3. War in Iraq
Essential New Vocabulary:
Foreign policy, Persian Gulf War, Operatio
9/11/2001
Timeframe:
Two days
Resources
Resource Materials
Maps- world and US
Interview clips of 9/11 survivors
Released Test
Items
Individual Teacher
Notes
Standard
STANDARD VUS.14a
The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by
a) identifying the importance of the Brown v. Board of Education decision, the roles of
Thurgood Marshall and Oliver Hill, and how Virginia responded.
Essential Skills
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
Essential Understandings
Strand
Essential
Knowledge
Brown v. Board of Education decision
a. Brown v. Board of Education
1. Supreme Court decision that segregated schools are unequal and must desegregate
2. Included Virginia case
b. Key people
1. Thurgood Marshall: NAACP Legal Defense Team
2. Oliver Hill: NAACP Legal Defense Team in Virginia
c. Virginia’s response
1. Massive Resistance: Closing some schools
2. Establishment of private academies
By interpreting its powers broadly, the United States Suprem
Essential Questions
1. What was the significance of Brown v. Board of Ed
2. What roles did Thurgood Marshall and Oliver Hill
3. How did Virginia respond to the Brown v.
Essential New Vocabulary:
Brown v Board of Education of Topeka, Th
White Flight
3. White flight from urban school systems
Resources
Resource Materials
Released Test
Items
Individual Teacher
Timeframe:
Notes
Two days
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Standard
STANDARD VUS.14b
Essential Skills
The student will demonstrate knowledge of the Civil Rights movement of the 1950s
and 1960s by
b) describing the importance of the National Association for the Advancement of
Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of
1964, and the Voting Rights Act of 1965.
Strand
Importance of the NAACP
a. National Association for the Advancement of Colored People (NAACP)
1. Challenged segregation in the courts.
Essential
Knowledge
b. 1963 March on Washington
1. Participants were inspired by the “I Have a Dream” speech given by Dr. Martin Luther King, Jr.
2. The march helped influence public opinion to support civil rights legislation.
3. The march demonstrated the power of nonviolent, mass protest.
c. Civil Rights Act of 1964
1. The act prohibited discrimination based on race, color, religion, gender, or national origin.
2. The act desegregated public accommodations.
3. President Lyndon B. Johnson played an important role in the passage of the act.
d. Voting Rights Act of 1965
1. The act outlawed literacy tests.
2. Federal registrars were sent to the South to register voters.
3. The act resulted in an increase in African American voters.
4. President Johnson played an important role in the passage of the act.
Resources
Resource Materials
Maps- world and US
Video or audio clip of “I Have A
Dream” speech
Released Test
Items
Individual Teacher
Notes
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Interpret the significance of excerpts from famous s
Essential Understandings
African Americans, working through the court system and m
secured the passage of civil rights.
Essential Questions
1. How did the 1963 March on Washington influence
2. How did the legislative process advance the cause o
3. How did the NAACP advance civil rights for Afric
Essential New Vocabulary:
“I Have a Dream”, Martin L King Jr. Civil
literacy test, grandfather clause
Timeframe:
Two days
Standard
STANDARD VUS.15a
The student will demonstrate knowledge of economic, social, cultural, and political developments in
recent decades and today by
a) examining the role the United States Supreme Court has played in defining a
constitutional right to privacy, affirming equal rights, and upholding the rule of law.
Strand
Essential
Knowledge
and Skills
United States Supreme Court Influence
a. The membership of the United States Supreme Court has included women and minorities, such
as Sandra Day O’Connor, Ruth Bader Ginsburg, and Clarence Thomas.
b.
The civil rights movement of the 1940s, 1950s, and 1960s provided a model that other groups
have used to extend civil rights and promote equal justice.
c.
The United States Supreme Court protects the individual rights enumerated in the Constitution
of the United States.
d.
The United States Supreme Court identifies a constitutional basis for a right to privacy that is
protected from government interference.
e. The United States Supreme Court invalidates legislative acts and executive actions that the
justices agree exceed the authority granted to government officials by the Constitution of the
United States.
Essential Skills
a)
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Evaluate the authenticity, authority, and credibility
c) Formulate historical questions and defend findings,
Essential Understandings
The membership of the United States Supreme Court has ch
The decisions of the United States Supreme Court have expa
Brown v. Board of Education of Topeka, Kansas (1954).
Essential Questions
1.
How has the membership of the United States Supr
diverse over time?
2. How have the decisions of the United States Suprem
civil liberties?
Teacher Notes:
Essential New Vocabulary:
Sandra Day O’Connor, Ruth Bader Ginsbu
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
Individual Teacher
Notes
Timeframe:
Two days
Standard
STANDARD VUS.15b
The student will demonstrate knowledge of economic, social, cultural, and political developments in
recent decades and today by
b) analyzing the changing patterns of immigration, the reasons new immigrants choose to
come to this country, their contributions to contemporary America, and the debates
over immigration policy.
Strand
Essential
Knowledge
Essential Skills
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Apply geographic skills and reference sources to un
humans and their environment have changed over t
Essential Understandings
Changing patterns of immigration
a. Immigration to the United States has increased from many diverse countries, especially Asian and
Latin American countries.
Rising immigration to the United States has increased Amer
identity.
Essential Questions
b. Reasons for immigration
1. Political freedom
2. Economic opportunity
1.
2.
3.
4.
c. Issues related to immigration policy
1. Strain on government services
2. Filling low-paying jobs in the United States
3. Border issues
4. Pathway to citizenship
5. Bilingual education
6. Increasing cultural diversity
Essential New Vocabulary:
d. Contributions of immigrants
1. Diversity in music, the visual arts, and literature
2. Roles in the labor force
Timeframe:
3. Achievements in science, engineering, and other fields
Two days
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Released Test
Items
What factors have drawn immigrants to the United
What immigrant groups account for the bulk of imm
What issues are currently being debated related to i
What are some contributions made by immigrants?
Individual Teacher
Notes
Standard
STANDARD VUS.15c
The student will demonstrate knowledge of economic, social, cultural, and political developments in
recent decades and today by
c) explaining the media influence on contemporary American culture and how scientific
and technological advances affect the workplace, health care, and education.
Essential Skills
a)
Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
Essential Understandings
Dramatic advances in technology have affected life in Amer
Strand
Essential
Knowledge
Media Influence
a. In the early 1960s, President Kennedy pledged increased support for the American space program.
The race to the moon continued through the 1960s. U.S. astronaut John Glenn was the first American to
orbit the Earth. In 1969, American astronaut Neil Armstrong was the first person to step onto the moon’s
surface. He proclaimed, “That’s one small step for a man; one giant leap for mankind.”
b. Sally Ride was the first female American astronaut.
c. Over the past three decades, improved technology and media have brought about better access to
communication and information for businesses and individuals in both urban and rural areas. As a result,
many more Americans have access to global information and viewpoints.
The American space program was a triumph of American te
Technology can make communication and information more
Essential Questions
1. How has the accessibility to improved technology a
culture?
Essential New Vocabulary:
d. Examples of technological advances
1. Space exploration
2. Communications
John Glenn, Neil Armstrong, Sally Ride, Jo
e. Changes in work, school, and health care in recent decades
1. Telecommuting
2. Online course work
3. Growth of service industries
4. Breakthroughs in medical research, including improved medical diagnostic and imaging
technologies
5. Outsourcing and offshoring
Timeframe:
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass the
Virginia and US History Standards of
Learning Test” by Bobby Jo Cutlip
Released Test
Items
Individual Teacher
Notes
Two days
Standard
STANDARD VUS.15d
Essential Skills
The student will demonstrate knowledge of economic, social, cultural, and political
developments in recent decades and today by
d) examining the impact of the “Reagan Revolution” on federalism, the
role of government, and state and national elections since 1988.
Strand
a. President Reagan and conservative Republicans advocated for
1. tax cuts
2. transfer of responsibilities to state governments
3. appointment of judges/justices who exercised “judicial restraint”
4. reduction in the number and scope of government programs and regulations
5. strengthening of the American military.
b. The “Reagan Revolution” extended beyond his tenure in office with
1. the election of his vice president, George H. W. Bush
2. the election of a centrist Democrat, William J. Clinton
3. the Republican sweep of congressional elections and statehouses in the 1990s
4. the election of George W. Bush as president.
Resources
Resource Materials
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Identify, analyze, and interpret primary and second
increase understanding of events and life in the Uni
b) Formulate historical questions and defend findings,
c) Interpret the significance of excerpts from famous s
Essential Understandings
Iimpact of the “Reagan Revolution”
Essential
Knowledge
a)
Released Test
Items
Individual Teacher
Notes
Ronald Reagan’s policies had an impact on the relationship
governments.
The conservative political philosophy of President Reagan p
role of government in the economy and society of contempo
Essential Questions
1. What was the impact of the “Reagan Revolution” o
state and national elections since 1988
Essential New Vocabulary:
Judicial restraint, “ Reagan Revolution”
Timeframe:
Two days
Standard
STANDARD VUS.15e
Essential Skills
The student will demonstrate knowledge of economic, social, cultural, and political
developments in recent decades and today by
e) assessing the role of government actions that impact the economy.
Strand
Government and the Economy
Essential
Knowledge
a. Government promotes a healthy economy characterized by full employment and low inflation
through the actions of
1. the Federal Reserve: Monetary policy decisions control the supply of money and credit to
expand or contract economic growth.
2. the president and Congress: Fiscal policy decisions determine levels of government taxation
and spending; government regulates the economy
a) Formulate historical questions and defend findings,
b) Develop perspectives of time and place.
c) Identify the costs and benefits of specific choices m
intended and unintended, of the decisions and how
and negative incentives.
Essential Understandings
The federal government has the ability to influence the Unite
on economic indicators such as Gross Domestic Product (GD
unemployment rate.
Essential Questions
1. What are the roles that government plays in the Un
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Essential New Vocabulary:
Maps- world and US
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
Timeframe:
Two days
Standard
STANDARD VUS.15f
The student will demonstrate knowledge of economic, social, cultural, and political developments in
recent decades and today by
f) assessing the role of the United States in a world confronted by international terrorism.
Strand
Essential
Knowledge
Essential Skills
a) Evaluate the authenticity, authority, and credibility
b) Formulate historical questions and defend findings,
c) Develop perspectives of time and place
Essential Understandings
US confronted by Terrorism
The United States has confronted the increase in internationa
international policies aimed at stopping terrorism.
a. United States responses to terrorism
1. Heightened security at home (Patriot Act)
2. Diplomatic and military initiatives
Essential Questions
1. What role has the United States played in a world c
Essential New Vocabulary:
Patriot Act
Resources
Resource Materials
Released Test
Items
Individual Teacher
Notes
Maps- world and US
Timeframe:
“What I Need to Know to Pass
the Virginia and US History
Standards of Learning Test” by
Bobby Jo Cutlip, Ed.D
One day